Using a case-study approach, the authors address the placement of English Learners within the RTI framework, including some of the most vexing questions of implementation: Because English Learners require some differentiation, should they automatically be placed in Tier 2? What criteria should be used to establish Tier 2 groupings? How do you distinguish language learning from learning disability? What screening tools should be used and how often to monitor student progress? How do you fit intensive Tier 3 interventions into the school day?